Integrated Play Intervention
PLAY INTERVENTION AND INTEGRATED PLAY GROUPS
University of Missouri -Kansas City
Introduction
I became interested in this topic when a self-contained classroom began to push into my blended program. I am finding that several of the students in the other class qualify for services based upon a diagnosis of autism. I want to find ways to best support the needs of students with autism within my classroom setting. The time of day in which these students push in is centers, so it is especially important to me to find ways to incorporate them within the play of peers.
This paper seeks to define what play is in the context of early childhood classrooms, and provide a rationale for understanding play within the classroom. The …show more content…
This is especially pertinent to children with disabilities in integrated settings. Three to five year olds are aware of differences in abilities based upon special needs, and without intervention they have the tendency segregate based on likeness (Ashiabi, 2007). Children without disabilities play with other children without disabilities and children with disabilities play with children with disabilities. Children with special needs are also 33 percent more likely to be rejected by their peers than their typically developing peers at ten percent (cited in Kim, 2005). One possible reason for this discrepancy is that children with special needs tend to be more involved with adults than other students (Kim, 2005). Terpstra & Tamura (2008) advocate for specific training for children with special needs, and for children without special needs so that play is not …show more content…
The purpose of this program is to work with children ages 3 to 11 on social and symbolic play skills (Lantz, Nelson, & Loftin, 2004). Wolfberg, a researcher credited with creating IPG, sought to connect current research in autism with a practical means of incorporating children with autism into play situations (Wolfberg & Schuler, 1999). The model is based upon social constructivist principles (Lantz, Nelson, & Loftin, 2004; Wolfberg & Schuler, 1999). Sessions are intended to last for a minimum of 30 minutes and occur at least 2 times per week (Wolfberg & Schuler,
University of Missouri -Kansas City
Introduction
I became interested in this topic when a self-contained classroom began to push into my blended program. I am finding that several of the students in the other class qualify for services based upon a diagnosis of autism. I want to find ways to best support the needs of students with autism within my classroom setting. The time of day in which these students push in is centers, so it is especially important to me to find ways to incorporate them within the play of peers.
This paper seeks to define what play is in the context of early childhood classrooms, and provide a rationale for understanding play within the classroom. The …show more content…
This is especially pertinent to children with disabilities in integrated settings. Three to five year olds are aware of differences in abilities based upon special needs, and without intervention they have the tendency segregate based on likeness (Ashiabi, 2007). Children without disabilities play with other children without disabilities and children with disabilities play with children with disabilities. Children with special needs are also 33 percent more likely to be rejected by their peers than their typically developing peers at ten percent (cited in Kim, 2005). One possible reason for this discrepancy is that children with special needs tend to be more involved with adults than other students (Kim, 2005). Terpstra & Tamura (2008) advocate for specific training for children with special needs, and for children without special needs so that play is not …show more content…
The purpose of this program is to work with children ages 3 to 11 on social and symbolic play skills (Lantz, Nelson, & Loftin, 2004). Wolfberg, a researcher credited with creating IPG, sought to connect current research in autism with a practical means of incorporating children with autism into play situations (Wolfberg & Schuler, 1999). The model is based upon social constructivist principles (Lantz, Nelson, & Loftin, 2004; Wolfberg & Schuler, 1999). Sessions are intended to last for a minimum of 30 minutes and occur at least 2 times per week (Wolfberg & Schuler,